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Let’s have an honest conversation about speech — May 2025

Our third forum turned the spotlight on spoken language and asked what needs to change to give it the validity, value and visibility it deserves within English. The discussion considered how speech, listening and oracy shape students’ learning, confidence — and why oracy should be seen as foundational, not optional.��

We heard how spoken language unlocks learning across subjects and opens doors beyond the classroom too, helping students build cultural capital, connect with others and make sense of themselves and the world around them.

There was a strong call to bring talk back into the curriculum, not as an add-on, but as a central part of the subject.

Current curriculum status

“Speech is so important as it’s one of the clearest markers of education inequality.”

Tom F. Wright, Chair of English, University of Sussex/Lead on Oracy for the English Association

Concerns were raised about how spoken language continues to be undervalued within English — both in curriculum content and in assessment. Without greater visibility, students risk missing out on opportunities to grow and use their voices with confidence.

Making connections

“Kids are happy to speak on TikTok�� - it gives them visibility and has reward through the validity of likes and engagement. What if we built on that in the classroom?”

Yamina Bibi, English teacher and education consultant

The forum highlighted the disconnect between how students express themselves in real life and how speech is approached in school. Many felt oracy education should meet young people where they are — connecting with them through their experiences, digital literacy/ fluency and desire to be heard. A broader, more relevant definition of talk can empower students to communicate authentically and meaningfully.��

Communication for life

“We are teaching young people to go out into the world as confident communicators — to be able to disagree agreeably, to listen critically and actively. That’s never mattered more.”

Geoff Barton, The Oracy Commission

Talk was seen not just as an academic skill ��but as a life skill — one that underpins civic engagement, employability and wellbeing. From everyday interactions to job interviews, students need to practise and grow in confidence, using their voice in a range of real-life situations. This means fostering classroom cultures where speaking and listening are genuinely valued, not just assessed occasionally.

Reimagining assessment

“Before you jump to assessment, think about the experiences you want students to have — and then teach them how to do those things.”

Alice Scott, Voice 21

Whilst challenges in assessing oracy were acknowledged, the discussion�� also brought about hopeful solutions. From podcasts and vlogs to group discussions, there was a strong appetite for accessible, creative formats that support creativity and confidence in communication. Many agreed that low-stakes, regular speaking opportunities — starting in Key Stages 3 —should sit alongside a broader, more expansive definition of what success in spoken language look like.

Sector voices — new videos now live

Alongside the forums, we’ve been capturing short video reflections from some of the individuals contributing to our campaign discussion. These clips explore ideas around creativity, representation, relevance�� and the role of oracy in English.

First up in the series are:��

• Thomas Karshan, Associate Professor of Literature, UAE, on using creative and recreative writing to deepen students’ engagement with literature.

• Leandri Dannhauser, ��Network Lead Advisor for English, Ark, on the power of combining joy and rigour to create a more equitable experience.

• Anthony Cockerill, Director of Nate, on why English should reflect the full range of how we communicate.

Explore the first selection of videos online here, with more coming soon.��